3.1 Component 1 – Biology: The human body
The human body is composed of structures called organs, which are organised into organ systems that carry out all of the key processes of life. These systems all require energy, which is contained in food and released in the cell by respiration. The organ systems are responsible for delivering food and oxygen to the cells and taking away waste.
All these key processes, including reproduction, are coordinated by the nervous system and a hormone system.
A healthy body can be maintained by a balanced diet, exercise and a healthy lifestyle. Health can be damaged by microbes, which can cause infectious diseases. The body can defend itself against most diseases but will sometimes need drugs in order to alleviate the symptoms and speed recovery.
What is the body made of?
Students should have knowledge and understanding of the following content.
| Content | Additional guidance and suggested TDAs | Specification reference GCSE Combined Science: Trilogy | Specification reference GCSE Combined Science: Synergy |
|---|---|---|---|
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Outcome 1 |
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Cells are the basic building blocks of all living organisms. |
4.2.1 |
4.1.3.2 |
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Most human cells are like most other animal cells and have the following parts:
Cells may be specialised to carry out a particular function, eg sperm cells, nerve cells and muscle cells. Students should be able, when provided with appropriate information, to explain how the structure of different types of cell relates to their function. |
Details of sub-cellular structures are not needed. |
4.1.1.3 |
4.1.3.2 |
| Outcome 2 | |||
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A tissue is a group of cells with a similar structure and function. Students should develop some understanding of size and scale in relation to cells, tissues, organs and systems. |
4.2.1 |
4.2.1.2 |
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Organs are aggregations of tissues performing similar functions. Organs are organised into organ systems which work together. Students should be able to identify the position of the major organs in the human body such as the brain, heart, liver, lungs, kidneys and reproductive organs. Students should be able to identify the function of the main organ systems. |
Diagram in support booklet (human hair to cell). |
4.2.1 |
4.2.1.2 |
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The human circulatory system consists of the heart, which pumps blood around the body (in a dual circulatory system) and blood, which transports oxygen, proteins and other chemical substances around the body. Students should be able to recognise the different types of blood cell from a photograph or diagram. |
4.2.2.2 |
4.2.1.3 |
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| Outcome 3 | |||
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The human digestive system contains a variety of organs:
Students should be able to identify the position of these organs on a diagram of the digestive system. Enzymes are used to convert food into soluble substances that can be absorbed into the bloodstream. |
Details of specific enzyme reactions are not required. |
4.2.2.1 |
4.2.1.5 |
How the body works
Students should have knowledge and understanding of the following content.
| Content | Additional guidance and suggested TDAs | Specification reference GCSE Combined Science: Trilogy | Specification reference GCSE Combined Science: Synergy |
|---|---|---|---|
| Outcome 4 | |||
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Respiration releases the energy needed for living processes and is represented by the equation: glucose + oxygen → carbon dioxide + water (+ energy) Students should know the word equation for respiration. Students should know that glucose is derived from the diet and that carbon dioxide and oxygen gases are exchanged through the lungs. |
Details of aerobic/anaerobic respiration are not needed. |
4.4.2.1 |
4.2.1.1 |
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Lifestyle can have an effect on people’s health eg diet and exercise are linked to obesity; smoking to cancer; alcohol to liver and brain function. A healthy diet contains the right balance of the different food groups you need and the right amount of energy. |
Suggested activity for TDA Compare the energy released by burning a ‘low fat’ crisp (or rice cake) with a normal one. No knowledge of deficiency diseases is required. Knowledge of the effects of an unbalanced diet is limited to a person being underweight or overweight and includes the link with Type 2 diabetes. |
4.2.2.5 and 4.2.2.6 |
4.3.1.2 |
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People who exercise regularly are usually fitter than people who take little exercise. |
The concept of fitness is limited to the rate at which the pulse rate returns to normal for a person after exercise. Suggested activity for TDA Investigate the effect of exercise on pulse rate. Suggested activity for TDA Investigate the effect of caffeine drinks on pulse rate. |
4.2.2.6 |
4.3.1.2 |
How the body fights disease
Students should have knowledge and understanding of the following content.
| Content | Additional guidance and suggested TDAs | Specification reference GCSE Combined Science: Trilogy | Specification reference GCSE Combined Science: Synergy |
|---|---|---|---|
| Outcome 5 | |||
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Infectious (communicable) diseases are caused by microorganisms called pathogens. |
Types of pathogen limited to bacteria and viruses. |
4.3.1.1 |
4.3.3.1 |
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These may reproduce rapidly inside the body and may produce poisons (toxins) that make us feel ill. Viruses damage cells in which they reproduce. |
No recall of specific illnesses is required. |
4.3.1.1 |
4.3.3.1 |
| Outcome 6 | |||
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White blood cells help to defend against bacteria by ingesting them. |
4.3.1.6 |
4.3.3.4 |
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Vaccination involves introducing small quantities of dead or inactive forms of a pathogen into the body to stimulate the white blood cells to produce antibodies so that if the same pathogen re-enters the body, antibodies can be produced rapidly. Students should be able to explain the use of vaccination in the prevention of disease. |
4.3.1.7 |
4.3.3.5 |
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| Outcome 7 | |||
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Medical drugs are developed and tested before being used to relieve illness or disease. Drugs change the chemical processes in people’s bodies. People may become dependent or addicted to the drugs and suffer withdrawal symptoms without them. |
4.3.1.9 |
4.3.3.7 |
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| Antibiotics, including penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body, but cannot be used to kill viruses. |
The names of any antibiotics other than penicillin are not required. Suggested activity for TDA Use pre-inoculated agar in Petri dishes to evaluate the effect of disinfectants and antibiotics. |
4.3.1.8 |
4.3.3.6 |
How the body is coordinated
Students should have knowledge and understanding of the following content.
| Content | Additional guidance and suggested TDAs | Specification reference GCSE Combined Science: Trilogy | Specification reference GCSE Combined Science: Synergy |
|---|---|---|---|
| Outcome 8 | |||
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The human body has automatic control systems, which may involve nervous responses or chemical responses coordinated by hormones. |
4.5.2 |
4.3.1.4 |
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Reflex actions are automatic and rapid. Examples include the response of the pupil in the eyes to bright light, and the knee jerk reaction. |
Knowledge of the reflex arc is not required. Suggested activity for TDA Compare the speed of the catching reflex of two people. |
4.5.2 |
4.2.1.6 |
| Outcome 9 | |||
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Hormones are secreted by glands and are transported to their target organs by the bloodstream. |
Knowledge of the names of specific hormones is not required. |
4.5.3.1 |
4.2.1.7 |
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Several hormones are involved in the menstrual cycle of a woman, including some that are involved in promoting the release of an egg. Students should be familiar with a diagram of the menstrual cycle. |
4.5.3.3 |
4.3.1.6 |
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| Outcome 10 | |||
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The uses of hormones in controlling fertility include:
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The names of the hormones involved and the mechanism by which they work are not required. |
4.5.3.4 and 4.5.3.5 |
4.3.1.7 and 4.3.1.8 |
| Students should be able to evaluate the benefits of, and the problems that may arise from, the use of hormones to control fertility. |
4.5.3.4 and 4.5.3.5 |
4.3.1.8 |
